Teaching Reading to Heritage Speakers of Spanish

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Teaching writing to Castilian heritage speakers: Cartoon from L1 and L2 research PowerPoint Presentation

Teaching writing to Spanish heritage speakers: Cartoon from L1 and L2 research

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Teaching writing to Spanish heritage speakers: Cartoon from L1 and L2 research

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1. Kim Potowski The University of Illinois at Chicago Section of Spanish, French, Italian & Portuguese Teaching writing to Spanish heritage speakers: Drawing from L1 and L2 research

2. Pedagogy heritage speakers Need for theory of heritage language development (Valdés 2001) Classroom-based experimental studies: The development of Castilian heritage grammer: • Potowski, Jegerski & Morgan-Short (2009): Processing didactics with the by subjunctive • Montrul & Bowles (2010): Dative case mark The development of Spanish heritage speaking, reading, writing: ______________________________________

3. NHLRC survey results:

4. How important is information technology for you to reach the following goals in your HL form?[1= unimportant, 5 = very important]

5. What is writing? • Continuum of activities that range from mechanical or formal aspects of "writing down" on the one end, to the more complex act of composing on the other stop (Omaggio Hadley, 1993). • Composing: the power either to tell or retell pieces of information in a item course (narratives, description) or to transform information into new texts (expository, argument). • The ability to write well is not naturally caused; usually learned in formal instructional settings.

6. We know that SHS often accept difficulties with writing in the HL Spicer-Escalante (2005): • Heritage Castilian writers produced weaker thesis statements than either monolingual Castilian writers or Spanish L2 writers. • Arguments tended to come up from personal experiences more often than objective sources. • Unproblematic coordination: Tended to unite brusk sentences by a cord of comas instead of using subordination.

7. Difficulties with writing/composing: • Lack of knowledge of the HL (general vocabulary, grammar, transition words, etc.) • Lack of ability to write/compose in the L1  What we know generally well-nigh the academic preparation of many U.S. Latinos. • Unclear tasks, lack of time & resources, etc.

8. Selected characteristics of students who enroll in Spanish for Native Speakers language courses (from Valdés, 1997, p. 14). Types of students: Newly arrived (Types A & B) Bilingual (Types A-F) Types of students Characteristics Newly arrived-Type A Well-schooled in Spanish-speaking country Speakers of prestigevariety of Spanish Newly arrived-Type B Poorly-schooled in Spanish-speaking country Speakers of stigmatizedvariety of Spanish

9. Types of students Characteristics Bilingual-Blazon A Access to bilingual didactics in U.South. Basic academic skills in Spanish Proficient academic skills in English Fluent functional speakers of contactvariety of rural Castilian Bilingual-Type B No academic skills in Spanish Expert academic skills in English Fluent but express speakers of contact diversity of rural Castilian Bilingual-Blazon C Noacademic skills in Spanish Good academic skills in English Fluent but limited speakers of prestige multifariousness of Spanish Some contact phenomena nowadays

10. Types of students Characteristics Bilingual-Type D Noacademic skills in Spanish Pooracademic skills in English language Fluent but express speakers of contactvariety of rural Castilian Bilingual-Type East Noacademic skills in Spanish Pooracademic skills in English Very limited speaker of contactvariety of rural Castilian Bilingual-Type F Noacademic skills in Spanish Pooracademic skills in English language Receptivebilingual in contactvariety of rural Spanish

11. At the university level nosotros typically see: Newly arrived-Type A Well-schooled in Castilian-speaking state Speakers of prestigevariety of Castilian Bilingual-Type A Access to bilingual instruction in U.Due south. Basic academic skills in Spanish Good academic skills in English language Fluent functional speakers of contactvariety Bilingual-Type B No academic skills in Spanish Good academic skills in English Fluent but limited speakers of contactvariety Bilingual-Type C Noacademic skills in Spanish Proficient academic skills in English language Fluent merely limited speakers of prestigevariety Some contact phenomena present

12. We don't know much nigh HS writing evolution • Schwartz (2003): Call up-aloud protocol to elicit students' writing & revising strategies. • Colombi (2003): Systemic functional linguistics. Builds abilities in identifying characteristics of academic register; lexicon; subordination; etc. • Chevalier (2004): Proposed that students should initially draw on their noesis of the spoken language; introduce norms of diverse written gradually, progress from less to more formal and more complex soapbox type, with accent on text cohesion.

13. Given the diverseness of sources of difficulties in HS writing, nosotros should look to: • Research on how to develop L1 limerick skills  language arts. • Research on how L2 writing is adult

14. What do we know about writing evolution from L1 and L2 inquiry? • Specifically: The genre of "Western argument." • Why argument? • Clarification, narrative, poetry, and other forms of fiction/creative writing are certainly of import in a repertoire of literacy skills. But most of the writing students do in college is belligerent in some manner. • Why "Western"? Fishman & Valdés (2000) found that nigh SHS work in the U.Southward. • Characteristics of Western argumentative writing: Clear thesis argument, supporting points, exposition of competing opinions, conclusion.

15. Piece of work on developing L1 writing Near literature is Yard-12. College level: Graff, G. & Birkenstein, C. (2006). They say, I say: The moves that matter in academic writing.

16. "Too often, academic writing is taught equally a process of saying truthful or smart things in a vacuum, as if it were possible to argue effectively without existence in a chat with someone else. In the existent world, nosotros don't brand arguments without being provoked. We make arguments considering someone has said or done something and we need to respond. You must find a way of entering a conversation with others' views. If your own argument doesn't identify the "they say" that you're responding to, then it probably won't make sense." "They say" = The discussion. "I say" = The author's thesis.

17. They say, I say contains explicit instructions for students on: • How to frame what others are saying • How to summarize, quote, and distinguish their point from others' points • How to conceptualize objections to their argument • How to connect the parts of their statement. Providesstudents with templates such as this:  "When it comes to the topic of __________, most of u.s. will agree that __________. Where this agreement normally ends, even so, is on the question of __________. Although ________, it is much more useful to _______________ ."

18. Practice templates stifle writers' ideas or creativity? It has been argued that students who cannot write well cannot think well. This may be a chicken-or-egg question. Just if thinking and writing are reciprocally supportive processes, guiding students in the use of these templates may help them sharpen their thinking.

19. L2 writing: Myles (TESL, 2009) • Academic writing requires conscious try and practice in composing, developing, and analyzing ideas. • All the same, language proficiency underlies the power to write in the L2 in a key way. • Therefore, L2 writing instructors should take into account both strategy development and language skill development. • A focus on the writing process as a pedagogical tool is only appropriate for second language learners if attending is given to linguistic development, and if learners are able to become sufficient and effective feedback with regard to their errors in writing.

20. An L1 linguistic communication arts approach When you studied your societal language in high school – east.g. Korean in Korea, English in suburban NY – what did you study? Literature Grammar (?) Spelling Writing Public speaking Other? Does this approach have value for heritage speakers? Particularly if supplemented with the kinds of linguistic support they need?

21. Writing as a procedure Many times, writing assignments are given as a demand for a product. "Write a composition virtually your family." Possibly this directive will contain additional paramaters like: • "Iii pages in length." • "Use the vocabulary from page 19." • "Use the present perfect."

22. Here'south what happens: • Students turn in composition • Teacher "grades" it & gives information technology back to students • How much practise students pay attention to teacher feedback?

23. Metaphor: Cooking Tell an 18-yr-old: "Prepare a pasta dish." What volition yous probable get? • Use rigatoni. • 6 servings. • Use roasted red pepper.

24. What could you tell the person to stop up with a better product (dish)? • What else is being served during the repast? • Formal or breezy setting? • Whatever allergies, vegetarians, etc? • What produce & other items are readily available? • Cooking equipment? • Step-by-step recipe

25. For improve products (compositions, dishes): • Give necessary details about Audience and PURPOSE • Provide a recipe

26. Question: • Does this restrain students too much? Restrict the development of personal manner in writing? • Recollect Graff & Birkenstein (2006): Providing students with templates pushes them to develop sophisticated opinions. • Three years to develop skills for strong writing (Hakuta, Butler & Witt 2000)

27. Writing equally a process 1) Writing prompts (tasks) ii) Audience & purpose 3) Multiple drafts four) Feedback

28. (i) Writing prompts Compare two writing assignments (see handout). What is different about Prompts A vs. B? Who is the audience? What is the purpose? What support is provided for the writing process?

29. (ii) Audience & purpose Even if it's invented or feels a bit forced, students – specially in lower level courses – should exist provided with a physical audience (beyond the instructor) and purpose. "Your purpose is to suggest ways in which to reduce domestic violence. Yous will submit your proposal to the Mayor'southward office in a contest to receive funding for your proposal." "You will answer to messages about the changing of the proper noun of the Sears Tower, and submit your letter to Hoy (local Spanish language newspaper)."

30. (3) Multiple drafts At the University of Illinois at Chicago, we inverse from: 3 compositions x 2 drafts each to 2 compositions x 3 drafts each  Much higher quality. Grade: xl% = Typhoon i (primary focus = content) 50% = Draft 2 (increased focus on form) x% = Quality of comments on peer review

31. Peer review Very specific questions. Maybe one grammar indicate 10% of last grade (See instance on handout)

32. (4) Feedback • Selective. Semke (1984) "The effects of the reddish pen". • Respectful. • Clear rubric. • Dependent on the version. Notation: Nichols & Colon (2000): Apply of mixed linguistic communication during beginning drafts resulted in much stronger final texts.

33. Normative spelling • Very common in Castilian textbooks: word lists • Words with C, Southward, Z • Words with B, Five • Alternate approach: Spellchecker + focused practice on things the spellchecker can't catch (some accents, homonyms) No: huviera, conosco, comio Yes: hablo vs. habló, esta vs. está, hacer vs. a ser

34. Case of focused emphasis/spelling activities: Input followed by output

36. The role of reading in writing development • Have students dissect readings: What is the "they say," "I say," audience, purpose, etc.? • Read like writers, write like readers.

37. Towards building a research base What can classroom-based research on HS writing development look similar? • Pre-handling, treatment, post-treatment • What to measure? How to measure information technology? • Lexical density • Rubric-based grading: What categories? • Templates vs. no templates • Peer review vs. no peer review

38. Can MLTs exist useful? • MLU = measure of linguistic oral productivity utilized to judge the level of development of children's speech. Calculated by collecting 100 utterances spoken by a kid and dividing the number of morphemes by the number of utterances (Chocolate-brown 1973; Klee 1999; Miller and Chapman 1981, 2000,; Parker 2005). • MLU was applied to children'due south writing and and so to second language acquisition studies involving a number of languages (Cooper 1976 L2 German, Monroe 1975 L2 French, Vann 1978 L2 English)

39. MLU  MLT The accommodation of MLU to written language is called MLT or Mean Length of T-units (Hunt 1970). A t-unit is the shortest unit of measurement that can stand solitary as a sentence. For instance: "He stopped and he saturday down on the soft grass." = 2 t-units (ii words and 7 words) "When he arrived habitation, Allen took a bathroom and quietly ate his dinner lonely." =one t-unit, 14 words. The longer the t-unit, the more than proficient the language sample is said to exist.

40. Breezy exam of MLT Calculated MLT in 100 Spanish texts written past UIC heritage speakers every bit part of their Spanish placement exam.

41. Experimental thought: Explicit instruction on how to combine sentences for longer MLTs?

42. Thoughts/comments/questions Give thanks yous!

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Source: https://www.slideserve.com/karleigh-ross/teaching-writing-to-spanish-heritage-speakers-drawing-from-l1-and-l2-research

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